Home Examining interlanguage pragmatics from a relevance-theoretic perspective: Challenges in L2 production
Article
Licensed
Unlicensed Requires Authentication

Examining interlanguage pragmatics from a relevance-theoretic perspective: Challenges in L2 production

  • Erika Marcet

    Erika Marcet is a Lecturer/Head of Japanese Section in the School of Modern Languages and Applied Linguistics at the University of Limerick (Ireland). She also collaborates with the Open University of Catalonia, where she teaches a postgraduate course in Linguistics. Based on her experience as an instructor of L2, Erika brings together pragmatics theory and educational practices to prepare learners how to communicate effectively in their L2. Her research focuses on L2 pragmatics instruction and learning, as well as teacher education. She combines notions in Sperber & Wilson's Relevance Theory and key advancements in the wider L2 pragmatics field to advance the teaching and learning of pragmatics.

    EMAIL logo
    and Ryoko Sasamoto

    Ryoko Sasamoto works in the School of Applied Language and Intercultural Studies, Dublin City University, Dublin (Ireland). Her research is in the framework of Sperber & Wilson’s Relevance Theory and her research expertise is in the interdisciplinary area, working across different disciplines including Pragmatics, Audiovisual Translation, Reception Studies, and Linguistics. She is particularly interested in communication of emotions beyond verbal meaning, onomatopoeia, emoji and reaction GIFs, as well as pragmatics of Audiovisual Translation with a focus on telop and fansubbing. She also takes a mixed-methods approach using eye tracking technology, multimodal analysis and cognitive pragmatics.

Published/Copyright: August 16, 2023
Become an author with De Gruyter Brill

Abstract

This paper explores three pragmatic challenges that learners of Japanese as L2 encountered during their study abroad programs and work placements in Japan. These challenges are examined within the framework of Relevance Theory. Research on interlanguage pragmatics of L2 Japanese is limited in scope, as studies mostly focus on speech acts and other sociolinguistic and interactional strategies. As a result, researchers have yet to formally establish how learners of Japanese have difficulties in regard to their production of meaning. This study draws on open-ended questionnaires, semi-structured interviews and focus group discussions to determine the pragmatic competence of L2 students across two Irish universities. The study demonstrates that learners have difficulties with processing both linguistic encoding and phenomena that involve inference. That is, learners’ inability to activate their pragmatic competence hinders their ability to produce communicative acts. Findings lend support to the need to enhance pragmatic competence among L2 learners through specific cognitive processes. This paper also contributes to the need for interlanguage pragmatics to be pursued in conjunction with current developments in Relevance Theory. It is argued that ideas developed within Relevance Theory can be particularly beneficial to the teaching and learning of pragmatic competence in the L2 classroom.


Corresponding author: Erika Marcet, School of Modern Languages and Applied Linguistics, University of Limerick, Ireland, Email:

About the authors

Erika Marcet

Erika Marcet is a Lecturer/Head of Japanese Section in the School of Modern Languages and Applied Linguistics at the University of Limerick (Ireland). She also collaborates with the Open University of Catalonia, where she teaches a postgraduate course in Linguistics. Based on her experience as an instructor of L2, Erika brings together pragmatics theory and educational practices to prepare learners how to communicate effectively in their L2. Her research focuses on L2 pragmatics instruction and learning, as well as teacher education. She combines notions in Sperber & Wilson's Relevance Theory and key advancements in the wider L2 pragmatics field to advance the teaching and learning of pragmatics.

Ryoko Sasamoto

Ryoko Sasamoto works in the School of Applied Language and Intercultural Studies, Dublin City University, Dublin (Ireland). Her research is in the framework of Sperber & Wilson’s Relevance Theory and her research expertise is in the interdisciplinary area, working across different disciplines including Pragmatics, Audiovisual Translation, Reception Studies, and Linguistics. She is particularly interested in communication of emotions beyond verbal meaning, onomatopoeia, emoji and reaction GIFs, as well as pragmatics of Audiovisual Translation with a focus on telop and fansubbing. She also takes a mixed-methods approach using eye tracking technology, multimodal analysis and cognitive pragmatics.

  1. Research funding: This work was supported by the Irish Research Council [GOIPG/2019/3317, 2019–2021].

References

Bachman, Lyle F. 1990. Fundamental considerations in language testing. Oxford: Oxford University Press.Search in Google Scholar

Bardovi-Harlig, Kathleen. 2010. Exploring the pragmatics of interlanguage pragmatics: Definition by design. In Anna Trosborg (ed.), Pragmatics across languages and cultures, 219–260. Berlin: Mouton de Gruyter.10.1515/9783110214444.2.219Search in Google Scholar

Bardovi-Harlig, Kathleen & Sun-Young Shin. 2014. Expanding traditional testing measures with tasks from L2 pragmatics research. Iranian Journal of Language Testing 4(1). 26–49.Search in Google Scholar

Barron, Anne. 2019. Pragmatic development and stay abroad. Journal of Pragmatics 146. 43–53. https://doi.org/10.1016/j.pragma.2019.05.003.Search in Google Scholar

Braun, Virginia & Victoria, Clarke. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3(2). 77–101.10.1191/1478088706qp063oaSearch in Google Scholar

Canale, Michael & Merrill Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1. 1–47. https://doi.org/10.1093/applin/I.1.1.Search in Google Scholar

Carston, Robyn. 2002. Thoughts and utterances. The pragmatics of explicit communication. Oxford: Blackwell.10.1002/9780470754603Search in Google Scholar

Chen, Rong. 2010. Pragmatics east and west: Similar or different? In Anna Trosborg (ed.), Pragmatics across languages and cultures, 167–188. Berlin: Mouton de Gruyter.10.1515/9783110214444.1.167Search in Google Scholar

Cohen, Andrew D. 2017. Teaching and learning second language pragmatics. In Elly Hinkel (ed.), Handbook of research in second language teaching and learning, vol. 3, 428–452. New York: Routledge.10.4324/9781315716893-31Search in Google Scholar

Cook, Minegishi H. 2008. Style shifts in Japanese academic consultations. In Kimberly Jones & Tsuyoshi Ono (eds.), Style shifting in Japanese, 9–38. Amsterdam: John Benjamins.10.1075/pbns.180.00stySearch in Google Scholar

Council of Europe. 2001. Common european framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Search in Google Scholar

Council of Europe. 2020. Common european framework of reference for languages: Learning, teaching, assessment. Companion volume. Cambridge: Cambridge University Press.Search in Google Scholar

Crystal, David. 1997. Cambridge encyclopedia of the english language, 2nd edn. New York: Cambridge University Press.Search in Google Scholar

De Paiva, Beatriz M. M. 2003. Pragmatic interactions in a second language. In Colin B. Grant (ed.), Rethinking communicative interaction, 187–206. Amsterdam: John Benjamins.10.1075/pbns.116.13paiSearch in Google Scholar

De Paiva, Beatriz M. M. & Susan H. Foster-Cohen. 2004. Exploring the relationships between theories of second language acquisition and relevance theory. Second Language Research 20(3). 281–288. https://doi.org/10.1191/0267658304sr241oa.Search in Google Scholar

Doughty, Catherine J. & Michael H. Long. 2003. The scope of enquiry and goals of SLA. In Catherine Doughty & Michael H. Long (eds.), Handbook of second language acquisition, 3–16. Oxford: Blackwell.10.1002/9780470756492.ch1Search in Google Scholar

Ellis, Nick C. & Diane Larsen-Freeman. 2006. Language emergence: Implications for applied linguistics – introduction to the special issue. Applied Linguistics 27(4). 558–589. https://doi.org/10.1093/applin/aml028.Search in Google Scholar

Foster-Cohen, Susan H. 2000. Relevance: Communication and cognition by Sperber, Dan & Wilson, Deirdre. Reviewed in Second Language Research 16(1). 72–92. https://doi.org/10.1191/026765800673158592.Search in Google Scholar

Foster-Cohen, Susan H. 2004. Relevance theory and second language learning/behavior. Second Language Research 20(3). 189–192. https://doi.org/10.1191/0267658304sr236ed.Search in Google Scholar

Geyer, Naomi. 2008. Style shift as facework: The use of plain and masu forms in faculty meetings. In Kimberly Jones & Tsuyoshi Ono (eds.), Japanese speech style shift, 39–70. Amsterdam: John Benjamins.10.1075/pbns.180.00intSearch in Google Scholar

Hyme, Dell. 1972. On communicative competence. In John B. Pride & Janet Holmes (eds.), Sociolinguistics, 269–293. Harmondsworth: Penguin.Search in Google Scholar

Ifantidou, Elly. 2011. Genres and pragmatic competence. Journal of Pragmatics 43(1). 327–346. https://doi.org/10.1016/j.pragma.2010.07.016.Search in Google Scholar

Ifantidou, Elly. 2013. Pragmatic competence and explicit instruction. Journal of Pragmatics 59(A). 93–116. https://doi.org/10.1016/j.pragma.2012.12.008.Search in Google Scholar

Ifantidou, Elly. 2014. Pragmatic competence and relevance. Amsterdam: John Benjamins.10.1075/pbns.245Search in Google Scholar

Ifantidou, Elly. 2017. Pragmatic transfer, relevance and procedural meaning in L2. International Review of Pragmatics 9(1). 82–133. https://doi.org/10.1163/18773109-00901003.Search in Google Scholar

Ifantidou, Elly & Angeliki Tzanne. 2012. Levels of pragmatic competence in an EFL academic context: A tool for assessment. Intercultural Pragmatics 9(1). 47–70. https://doi.org/10.1515/ip-2012-0003.Search in Google Scholar

Ishihara, Noriko & Andre D. Cohen. 2010. Teaching and learning pragmatics: Where language and culture meet. Harlow: Longman Applied Linguistics.Search in Google Scholar

Ishihara, Noriko & Elaine Tarone. 2009. Subjectivity and pragmatic choice in L2 Japanese: Emulating and resisting pragmatic norms. In Naoko Taguchi (ed.), Pragmatic competence, 101–128. Berlin: Mouton de Gruyter.10.1515/9783110218558.101Search in Google Scholar

Japan Foundation. 2020. Survey report on Japanese – language education abroad 2018. Tokyo: The Japan Foundation.Search in Google Scholar

Jodłowiec, Maria. 2010. The role of relevance theory in SLA studies. In Martin Pütz & Laura Sicola (eds.), Cognitive processing in second language acquisition: Inside the learner’s mind, 49–66. Amsterdam: John Benjamins.10.1075/celcr.13.06jodSearch in Google Scholar

Jones, Kimberly & Tsuyoshi Ono. 2008. The messy reality of style shifting. In Kimberly Jones & Tsuyoshi Ono (eds.), Style shifting in Japanese, 1–8. Amsterdam: John Benjamins.10.1075/pbns.180.00messySearch in Google Scholar

Kasper, Gabriele. 2009. (Instead of a) foreword. In Naoko Taguchi (ed.), Pragmatic competence, xiii–xxi. Berlin: Mouton de Gruyter.10.1515/9783110218558.XIIISearch in Google Scholar

Kasper, Gabriele & Kenneth R. Rose. 2002. Pragmatic development in a second language. Malden, MA: Blackwell.Search in Google Scholar

Kim, YouJin & Naoko Taguchi. 2016. Learner–learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals 49(1). 42–57. https://doi.org/10.1111/flan.12180.Search in Google Scholar

Kirner-Ludwig, Monika. 2022. Data collection methods applied in studies in the journal intercultural pragmatics (2004–2020): A scientometric survey and mixed corpus study. Intercultural Pragmatics 19(4). 459–487. https://doi.org/10.1515/ip-2022-4002.Search in Google Scholar

Ladilova, Anna & Ulrike Schröder. 2022. Humor in intercultural interaction: A source for misunderstanding or a common ground builder? A multimodal analysis. Intercultural Pragmatics 19(1). 71–101. https://doi.org/10.1515/ip-2022-0003.Search in Google Scholar

Madella, Pauline. 2020. Prosodic pointing: From pragmatic awareness to pragmatic competence in Chinese hearers of L2 English. Unpublished thesis PhD. University of Brighton. https://cris.brighton.ac.uk/ws/portalfiles/portal/23878024/Madella_Thesis_.pdf (accessed 12 February 2022).Search in Google Scholar

Marcet, Erika. 2022. Helping instructors activate learners’ oral pragmatic competence in the L2 classroom, unpublished thesis (PhD), Dublin City University. https://doras.dcu.ie/27294/ (accessed 11 July 2023).Search in Google Scholar

Martínez-Flor, Alicia & Esther Usó-Juan. 2010. The teaching of speech acts in second and foreign language instructional contexts. In Anna Trosborg (ed.), Pragmatics across languages and cultures, 423–442. Berlin: Mouton de Gruyter.10.1515/9783110214444.3.423Search in Google Scholar

McCraw, Mami. 2011. First-person singular pronouns in Japanese: How do they work in conversation? Unpublished thesis PhD. University of New Mexico. Available at: https://digitalrepository.unm.edu/educ_llss_etds/26.Search in Google Scholar

Morris, Charles. 1938. Foundations of the theory of signs. In Neurath Otto, Rudolf Carnap & Charles Morris (eds.), International encyclopedia of unified science, vol. 2, 13–71. Chicago: University of Chicago Press.Search in Google Scholar

Okazaki-Yohena, Shoko. 2003. Conversational styles and ellipsis in Japanese couples’ conversations. In Lynn Janet Thiesmeyer (ed.), Discourse and silencing. Representation and the language of displacement, 79–110. Amsterdam: John Benjamins.10.1075/dapsac.5.06okaSearch in Google Scholar

Rose, Kenneth R. 2005. On the effects of instruction in second language pragmatics. Systems 33. 385–399. https://doi.org/10.1016/j.system.2005.06.003.Search in Google Scholar

Shimojo, Mitsuaki. 2006. Properties of particle “omission” revisited. In Toronto working papers in linguistics, vol. 26, 123–140. https://twpl.library.utoronto.ca/index.php/twpl/article/view/6178/3167 (accessed 31 March 2021).Search in Google Scholar

Sperber, Dan. 2019. Personal notes on a shared trajectory. In Kate Scott, Billy Clark & Robyn Carston (eds.), Reflections on the development of relevance theory, 13–20. Cambridge: Cambridge University Press.Search in Google Scholar

Sperber, Dan & Deirdre Wilson. 1986/1995. Relevance: Communication and cognition, 2nd edn. Oxford: Blackwell.Search in Google Scholar

Taguchi, Naoko. 2009. Pragmatic competence in Japanese as a second language: An introduction. In Naoko Taguchi (ed.), Pragmatic competence, 1–18. Berlin: Mouton de Gruyter.10.1515/9783110218558.1Search in Google Scholar

Taguchi, Naoko. 2014. Development of interactional competence in Japanese as a second language: Use of incomplete sentences as interactional resources. The Modern Language Journal 98(2). 518–535. https://doi.org/10.1111/modl.12087.Search in Google Scholar

Taguchi, Naoko. 2015. Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching 48(1). 1–50. https://doi.org/10.1017/S0261444814000263.Search in Google Scholar

Taguchi, Naoko. 2016. Learning speech style in Japanese study abroad: Learners’ knowledge of normative use and actual use. In Rémi, A. van Compernolle & Janice, McGregor (eds.), Authenticity, language and interaction in second language contexts, 82–108. Bristol: Multilingual Matters.10.21832/9781783095315-006Search in Google Scholar

Taguchi, Naoko. 2018. Advanced second language pragmatic competence. In Paul A. Malovrh & Alessandro G. Benati (eds.), The Handbook of advanced Proficiency in second language acquisition, 505–526. Hoboken, NJ: John Wiley and Sons.10.1002/9781119261650.ch26Search in Google Scholar

Taguchi, Naoko & Carsten Roever. 2017. Second language pragmatics. Oxford: Oxford University Press.Search in Google Scholar

The Japan Foundation. 2010. JF standard for Japanese-language education 2010, 2nd edn. Saitama: The Japan Foundation.Search in Google Scholar

Van Olmen, Daniël & Vittorio Tantucci. 2022. Getting attention in different languages: A usage-based approach to parenthetical look in Chinese, Dutch, English, and Italian. Intercultural Pragmatics 19(2). 141–181. https://doi.org/10.1515/ip-2022-2001.Search in Google Scholar

Wang, Feng & Michael J. Hannafin. 2005. Design-based research and technology-enhanced learning environments. Educational Technology Research & Development 53(4). 5–23. https://doi.org/10.1007/bf02504682.Search in Google Scholar

Wharton, Tim. 2009. Pragmatics and non-verbal communication. Cambridge: Cambridge University Press.10.1017/CBO9780511635649Search in Google Scholar

Wharton, Tim. 2012. Prosody and meaning: Theory and practice. In Jesús Romero-Trillo (ed.), Pragmatics and prosody in english language teaching, 97–116. London: Springer.10.1007/978-94-007-3883-6_7Search in Google Scholar

Wilson, Deirdre & Dan Sperber. 2012. Meaning and relevance. Cambridge: Cambridge University Press.10.1017/CBO9781139028370Search in Google Scholar

Yasutake, Tomoko. 2012. Explicit vs. zero postpositional particles in modern colloquial Japanese, vol. 61, 81–91. Bulletin of Aichi University of Education. https://core.ac.uk/download/pdf/147573561.pdf (accessed 31 March 2021).Search in Google Scholar

Young, Richard & Agnes Weiyun He. 1998. Talking and testing: Discourse approaches of the assessment of oral proficiency. Amsterdam: John Benjamins.10.1075/sibil.14Search in Google Scholar

Zufferey, Sandrine. 2010. Lexical pragmatics and theory of mind: The acquisition of connectives. Amsterdam: John Benjamins.10.1075/pbns.201Search in Google Scholar

Published Online: 2023-08-16
Published in Print: 2023-09-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Downloaded on 24.9.2025 from https://www.degruyterbrill.com/document/doi/10.1515/ip-2023-4003/html
Scroll to top button